Subject: Science Math Language Arts

Date/Time: 3/17/14

Grade: 3

Strand: Physical Science

Number and Operations Fractions
Language

Topic: Matter forms

energy
Develop understanding of
fractions as numbers
Conventions of standard
English

Content Statement:
Matter exists in
different states each of
which has different
properties
Understand a fraction
1/b as the quantity
formed by 1 part when
a whole is partitioned
into b equal parts;
understand a fraction
a/b as the quantity
formed by a parts of
size 1/b
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking

Objectives: Given oobleck, students will be able to identify states of

matter and their properties 95% (22 out of 23 students) of the time as
told by teacher observation. Given math worksheet, students will be
able to how and understanding of a fraction as part of a whole 85% of
the time as told by a score of 6/7 or higher. Given the writing
assignment, students will be able to demonstrate standard English and
grammar in their writing 83% of the time as told by a score of 10/12
on the writing rubric.

I Can Statement:
I can identify states of
matter.
I can see fractions as
part of a whole.
I can demonstrate
standard English and
grammar in my writing.

Preassessment: Identify knowledge of

solids, liquids, and gases by using a
comparison chart on the board.

Summative
Assessment:
Graded math
worksheet, writing
assignment graded by
rubric

Formative Assessment:
Create oobleck by
measuring out materials
based on fractions from
math worksheet.

Materials/ Equipment: cornstarch, water, cups or bowls, paper leprechauns, math work sheet,
paper, rubric, something shiny (foil colored yellow, gold coin, shiny penny), note from
leprechaun, green food coloring

Engage:
Explore/
Evaluate/ Conclusion:
1. Before the students come to
Explain/Elaborate:
1. Give each
class, mess things up! Push
1. Pass out math
student a baby
some chairs over, open a desk,
worksheets.
wipe to remove
scatter books on the floor and
2. Explain to students
oobleck from
hide a noticeable object Leave a
that the recipe to
their hands and
note from the leprechaun on the
oobleck is hidden
have them wipe
board.
within the answers
any off of the
2. Have the note read something
to the problems.
sides of their
similar to: Tee-hee-hee! Ta-haThey must first
cups/bowls.
ha! CATCH ME IF YOU
complete the
2. Give each
CAN! signed by Lucky the
problems to know
student a penny
leprechaun
how much water
to place in their
3. Develop (analysis) ideas of how
and cornstarch to
oobleck as bait
you could catch this leprechaun.
use.
for a
4. Tell them your idea about quick
3. Once problems are
leprechaun.
sand.
complete, review
3. Place their
5. Ask if quick sand is a solid,
the worksheet as a
oobleck in a
liquid or gas.
class and have
safe place away
6. For students to
students self grade
from anything it
defend(evaluation) their
(highlighting all
can ruin if
answer, make a chart on the
answers correct and
spilled.
board describing and comparing
correcting those
4. Give each
properties of solids, liquids and
that are wrong
student a St.
gasses.
without
Patricks Day
7. Show students corn starch. Have
highlighting)
writing paper.
them identify(knowledge) it as
4. Tell them that the
5. Instruct students
a solid liquid or gas. Do the
un-shaded portion
to construct
same with water.
of number 4 is how
(synthesis) in
much cornstarch is
their minds,
needed and the unwhat they
shaded portion of
would use to
number 1 is how
trap a
much green water
leprechaun if
is needed.
they had one in
5. Give each student
their home.
their own cup/bowl
How would
and a large piece of
they build it?
paper to cover their
What kinds of
desks.
things would
6. Have them write
they use to bait
their names on the
the leprechaun?
sides of their
What would
cups/bowls.
they do if they

7. Dismiss students to
their centers to mix
cornstarch and
water into
individual
cups/bowls and
then have them
carefully return to
their seats.
8. Give them time to
explore. (add more
cornstarch or water
if needed)
9. Ask what them to
infer (analysis)
what it is, a solid,
liquid or gas. What
happens if they
push on it or
squeeze it? What
happens if they
stop squeezing?
10. Explain that
oobleck is a liquid
but a special kind.
Its called a nonNewtonian fluid.
Its like a normal
fluid but when
stress is added, it
becomes more
viscous, meaning it
moves slower and
can appear hard.
Differentiation: If students seem to be
struggling, allow them to work in
groups. Adjust level of difficulty on
worksheet as needed.

Intervention: further
explain any issues as
needed in small group or
individually.

caught the
leprechaun?
6. Turn in math
papers and
writing
assignment for a
grade.
7. While students
are out, take out
their penny to
make it look
like the
leprechaun got
away!! Leave a
note on the
board from
Lucky telling
them that he
returned what
was taken and
left behind a
treat for each of
them.
8. Students can
throw out the
oobleck (in the
trash, never
down the sink!!)
or put it in a zip
lock bag to take
home.

Enrichment:
Challenge students to
think of other things
that could be a nonnewtonian fluid. Allow
them to do research on
computer if needed.

Reflection of Lesson: the lesson went great! The kids loved it and it meshed together well. I was
impressed by what they already knew. The only thing I would work on is my transitions. It was
hard pulling the kids back in to do the writing assignment.

Students: Teachers understand student learning and development, and respect the
diversity of the students they teach.
Criterion
Performance Rating
Unacceptabl
e
(Failed to
demonstrate
.)

1.1 Teacher
candidate
displays
knowledge of
the
developmental
characteristics
of the learners.
(CF-PCK)
1.2 Teacher
candidate uses
information
about students
prior learning
and skills to
plan and deliver
appropriate
instruction.(CFD,PCK)
1.3 Teacher
candidate
models and
communicates
a belief that all
students can
learn to their
fullest
potential.CF-D)
1.4 Teacher

Substantial
Developme
nt Needed
(Attempted
but
significant
improveme
nt needed.)

Additional
Developmen
t Needed
(Progressing
towards
expectations
.)

Meets or
Exceeds
Expectation
s
(Ready for
residency.)

Scor
e

candidate
models respect
for students
diverse
cultures,
language, skills
and
experiences.
(CF-D)
1.5 Teacher
0
candidate
recognizes
characteristics
of gifted
students,
students with
disabilities, and
at-risk students
in order to
enhance
student
learning.(CF-D)

Additional
Comments:

Total Score

13.0

Danielle used a playful novel idea to teach a science lesson on

types of matter. Because it was St. Patrick's Day, she used it
throughout the theme of the lesson. The students were
captivated by the leprechaun message and how to catch him.
She used a strong introduction to define the properties of matter
and assocaited definitions. She engaged all students in the
imaginative learning journey.

Standard 2:
Content: Teachers know and understand the content area for which they have
instructional responsibility.
Criterion
Performance Rating
Unacceptabl
e
(Failed to
demonstrate
.)

Substantial
Developme
nt Needed
(Attempted
by
significant
improveme
nt needed.)

Additional
Development
Needed
(Progressing
towards
expectations
.)

Meets or
Exceeds
Expectation
s
(Ready for
residency.)

Scor
e

2.1 Teacher
candidate
uses
knowledge
and
understanding
of contentarea
concepts,
assumptions
and skills in
planning and
instruction.
(CF-C)
2.2 Teacher
candidate
selects
contentspecific
instructional
strategies to
effectively
teach central
concepts and
skills.(CF-C)
2.3 Teacher
candidate
aligns
instructions
with school
and district
curriculum
priorities and
the state
academic
content
standards.
(CF-CF-C)
2.4 Teacher
candidate
makes
relevant
content
connections
with other

content
area(s).(CFC, PCK)
2.5 Teacher
candidate
facilitates
learning
experiences
that connect
to real-life
situations
and/or
careers.(CFC)

Additional
Comments:

Total Score

14.0

Danielle's lesson was directly tied to the standards. Her lesson

plan was extensively written and well sequenced. She
integrated the science lesson with math and writing. The
students completed a fraction worksheet that was aligned with
their math unit. The students had to find the clue in the fractions
to help them develop the recipe to make oobleck. The students
loved the mystery of the recipe. She used real-life situations to
model various states of matter.

Standard 3:
Assessment: Teachers understand and use varied assessment to inform instruction,
evaluate and ensure student learning.
Criterion
Performance Rating
Unacceptabl
e
(Failed to
demonstrat
e.)

3.1 Teacher
candidate
develops
assessments
that align with
the learning
outcomes and

Substantial
Developme
nt Needed
(Attempted
but
significant
improveme
nt needed.)
1

Additional
Developmen
t Needed
(Progressin
g towards
expectation
s.)
2

Meets or
Exceeds
Expectatio
ns
(Ready for
residency.)

Scor
e

knows how to
use the data
generated.(CFPCK)
3.2 Teacher
candidate
implements a
variety of
formative and
summative
assessments.
(CF-PCK)
3.3 Teacher
candidate
collects and
interprets data to
monitor student
progress in order
to differentiate
and modify
instruction.(CFPCK)
3.4 Teacher
candidate
provides
substantive,
specific and
timely feedback
of student
progress while
maintaining
confidentiality.
(CF-PCK)
3.5 Teacher
candidate
provides
students with
opportunities to
self-assess,
reflect and/or set
individual goals.
(CF-EI)

Total Score

13.0

Additional
Comments:

Danielle used good questioning throughout the lesson. She

continued to challene the students and observe their completed
steps as a form of assessment. Danielle used the results of the
fraction worksheet and the final making of the oobleck to assess
the math learning. She used a collective chart to analyze their
knowledge of matter. At the conclusion of the lesson, Danielle
had them write a fun leprechaun note and used a rubric to
assess their progress.

Standard 4:
Instruction: Teachers plan and deliver effective instruction that advances the learning of
each individual student.
Criterion
Performance Rating
Unacceptabl
e
(Failed to
demonstrate
)

4.1 Teacher 0
candidate
selects and
implements
learning
experiences
with clearly
defined goals
that align with
school and
district
curriculum
priorities and
state
academic
content
standards.
(CF-C)
4.2 Teacher 0
candidate
adjusts
instruction
based on
student
learning

Substantial
Development
Needed
(Attemptedb
ut significant
improvement
needed.)

Additional
Developmen
t Needed
(Progressing
towards
expectations
.)

Meets or
Exceeds
Expectation
s
(Ready for
residency.)

Scor
e

needs to
close the
achievement
gap.(CF-PCK,
D)
4.3 Teacher 0
candidate
communicate
s clear
learning goals
and explicitly
links learning
activities to
those defined
goals.(CFPCK)
4.4 Teacher 0
candidate
implements
instructional
activities that
are
sequenced to
help students
acquire
concepts and
skills of the
content area.
(CF-PCK)
4.5 Teacher 0
candidate
differentiates
instruction to
support the
learning
needs of all
students,
including
students
identified as
gifted,
students with
disabilities
and at-risk
students.(CF-

PCK, D)
4.6 Teacher 0
candidate
implements
activities that
are designed
to help
students
develop as
independent
learners and
critical
thinkers.(CFPCK)
4.7 Teacher 0
candidate
uses
resources
effectively,
including
technology, to
enhance
student
learning.(CFT)

Additional
Comments:

Total Score

18.0

Danielle's lesson was very well developed with many engaging

activities and strategies. Excellent!! Further opportunities will
allow Danielle to adjust instruction and differentiate for all
students. She did challenge the students to think critically
through the activities and discussion.

Standard 5:
Learning Environment: Teachers create learning environments that promote high levels
of learning and achievement for all students.
Criterion
Performance Rating
Unacceptabl
e
(Failed to
demonstrate
.)

Substantial
Developme
nt Needed
(Attempted
but
significant
improveme

Additional
Development
Needed
(Progressing
towards
expectations
.)

Meets or
Exceeds
Expectation
s
(Ready for
residency.)

Scor
e

nt needed.)
5.1 Teacher
candidate
treats all
students fairly
and
establishes an
environment
that is
respectful,
supportive
and caring.
(CF-EI)
5.2 Teacher
candidate
uses a variety
of effective
classroom
management
techniques to
create or
maintain an
environment
that is
physically and
emotionally
safe.(CF-EI)
5.3 Teacher
candidate
motivates
students to
work
productively
and to
assume
responsibility
for their own
learning.(CFEI)
5.4 Teacher
candidate sets
clear
expectations
for flexible

learning
situations,
such as
independent,
small group
and/or whole
class
instruction.
(CF-PCK, EI)
5.5 Teacher
0
candidate
uses class
time efficiently
(ex. begins
class
promptly, has
materials
prepared,
transitions
smoothly
between
activities)
maintaining
an
environment
that is
conducive to
learning for all
students.(CFD, EI)

Additional
Comments:

Total Score

14.0

Danielle treated all students with respect. She had good

classroom management skills. The lesson itself was very fun yet
educational, and the students were so intrigued that behavior or
transitioning skills were not a problem. The small groups
working with the recipe and materials were very organized with
few spills and mess. Danielle did an excellent job anticipating
the action/reaction of the activities, and the lesson flowed
smoothly.

Standard 6:
Collaboration and Communication: Teachers collaborate and communicate with other
educators, administrators, parents, and the community to support student learning.
Criterion
Performance Rating

Unacceptabl
e
(Failed to
demonstrate
.)

6.1 Teacher 0
candidate
communicate
s clearly and
effectively.
(CF-PCK)
6.2 Teacher 0
candidate
uses a variety
of strategies
to
communicate
with parents
and
caregivers
about student
learning while
maintaining
confidentiality
and
supporting
student wellbeing.(CFPCK)
6.3 Teacher 0
candidate
collaborates
effectively
with other
teachers,
administrators
, and/or
school and
district staff.
(CF-PCK)

Substantial
Developme
nt Needed
(Attempted
but
significant
improveme
nt needed.)

Additional
Development
Needed
(Progressing
towards
expectations
.)

Meets or
Exceeds
Expectation
s
(Ready for
residency.)

Scor
e

Total Score

7.0

Additional
Comments:

Daniells is a clear and effective communicator. She is prompt

with her email and proactive with her communication with me.
Further experience will allow her to work with parents and
colleagues.

Standard 7:
Professional responsibility and growth: Teachers assume responsibility for professional
growth, performance, and involvement as an individual and a member of a learning
community.
Criterion
Performance Rating
Unacceptabl
e
(Failed to
demonstrate
.)

7.1 Teacher
0
candidate
understands,
upholds, and
follows
professional
ethics, policies,
and legal codes
of professional
conduct.(CFPCK)
7.2 Teacher
0
candidate uses
professional
literature,
dialogue,
training, and/or
other resources
to support
his/her
professional
development.
(CF-PCK)
7.3 Teacher
0
candidate

Substantial
Developme
nt Needed
(Attempted
but
significant
improveme
nt needed.)

Additional
Developmen
t Needed
(Progressin
g towards
expectation
s.)

Meets or
Exceeds
Expectation
s
(Ready for
residency.)

Scor
e

participates in
school and/or
district meetings
and activities.
(CF-PCK)
Total Score
Additional
Comments:

8.0

Danielle is professional in all matters. She used professional

resources to develop her lesson. Further experience will allow
her more opportunities to participate in school and district
meetings.

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

math scores
below

writing score
on target

above